Intergenerational Relationships and Lifelong Learning

Boström, Ann-Kristin; Schmidt‐Hertha, Bernhard

doi:10.1080/15350770.2017.1260408

Cited by 21 publications

(8 citation statements)

References 3 publications

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“…Beyond the transfer of knowledge, intergenerational learning fosters reciprocal learning relationships between different generations and helps to develop social capital and cohesion in our ageing societies [20]. Eleven of the participants cited their parents as being a source of knowledge in how to garden as well as an inspiration to continue gardening.…”

Section: Discussionmentioning

confidence: 99%

Understanding the Intrinsic and Extrinsic Motivations Associated with Community Gardening to Improve Environmental Public Health Prevention and Intervention

Ramírez‐Andreotta

Tapper

Clough

et al. 2019

IJERPH

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Considering that community members continue to garden in and near environments impacted by pollutants known to negatively impact human health, this paper seeks to characterize the intrinsic and extrinsic motivations of a gardener and elucidate their perception of soil quality and environmental responsibility, awareness of past land use, and gardening behavior. Via semi-structured interviews with community gardeners in the Boston area (N = 17), multifactorial motivations associated with gardening as well as ongoing environmental health challenges were reported. Gardeners are knowledgeable about their garden’s historical past and are concerned with soil quality, theft, trash maintenance, animal waste, and loss of produce from foraging animals. Study findings directly inform the field of environmental health exposure assessments by reporting gardening duration, activities that can lead to incidental soil ingestion, and consumption patterns of locally grown produce. This information combined with an understanding of a gardener’s intrinsic and extrinsic motivations can be used to develop urban agricultural infrastructure and management strategies, educational programming, and place-based environmental public health interventions.

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Section: Discussionmentioning

confidence: 99%

Understanding the Intrinsic and Extrinsic Motivations Associated with Community Gardening to Improve Environmental Public Health Prevention and Intervention

Ramírez‐Andreotta

Tapper

Clough

et al. 2019

IJERPH

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“…Although numerous scholars still define lifelong learning as adult education, the definition of the concept has been expanding since the 1990s. From a broader perspective, the concept defines a lifelong learning society as one in which every individual, regardless of age, should be motivated and equipped with the skills to engage in learning on a continuing basis throughout life [ 60 ].…”

Section: Reflections and Conclusionmentioning

confidence: 99%

“…Therefore, educational programs and interventions in the community must be developed and implemented to promote the positive functioning and well-being of older adults. However, older adult education is regarded as the fastest growing branch of adult education in postindustrial countries and a crucial challenge for adult education [ 52 , 60 ].…”

Section: Reflections and Conclusionmentioning

confidence: 99%

Methods for Successful Aging: An Aesthetics-Oriented Perspective Derived from Richard Shusterman’s Somaesthetics

Shih

2022

IJERPH

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This study explored Richard Shusterman’s somaesthetics to understand the rationale for his view on enhancing the body experience of older adults and increasing their participation in art; it also examined methods or successful aging to enhance the theoretical foundation for educational gerontology. Accordingly, the research objectives were to (1) analyze the definition of successful aging; (2) clarify the role of body experience and participation in art in promoting successful aging among older adults; (3) explore and discuss Shusterman’s somaesthetics; and (4) explore methods for successful aging derived from Shusterman’s somaesthetics. This study mainly explored educational philosophy by collecting, reading, analyzing, logically reviewing, and interpreting the literature on this topic. During this exploration, methods for successful aging were reviewed. The findings are as follows: (1) shifting focus of successful aging to the bodies of older adults; (2) cultivating the body consciousness of older adults enables them to understand themselves and pursue virtue, happiness, and justice; (3) popular art can be integrated to promote the aesthetic ability of older adults and encourage their physical participation in the aesthetic process; (4) older adult education should cultivate the somaesthetic sensitivity of older adults; (5) older adult education should incorporate the physical training of older adults to help them enhance their self-cultivation and care for their body, cultivate virtue, and live a better life; and (6) older adult education should integrate the body and mind of older adults.

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“…In this sense, not only younger people learn from their elders but vice versa. Therefore, learning can be regarded as a common and alternating process that is based on a lifelong approach [40,41]. Especially, intergenerational learning from the younger to the particularly older generation seems to play an important role here [42][43][44][45].…”

Section: Intergenerational Learning and Multiplier Effectsmentioning

confidence: 99%

Quality Child–Parent Relationships and Their Impact on Intergenerational Learning and Multiplier Effects in Climate Change Education. Are We Bridging the Knowledge–Action Gap?

et al. 2020

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The science–education cooperative venture “Our Common Future: ‘eKidZ’—Teach Your Parents Well” explores intergenerational learning processes and the transfer of learning from the younger to the older generation. Students acting as multipliers and their multiplication effect on parents is part of the research setting: 20 high school students, in the role of researchers, investigated the question of whether children who participate in the Climate Change Education (CCE) program “k.i.d.Z.21” passed on their climate-change-related knowledge, attitudes and actions to their parents (n = 91), in comparison to a control group (n = 87). Due to the annual increase in student participants in the CCE project “k.i.d.Z.21” since 2012 (n = 2000), this article can build on the results of a questionnaire regarding the school year 2017/18 (n = 100–120). A Multivariate Analysis of Variance (MANOVA) showed that the “k.i.d.Z.21” project has a multi-faceted knock-on effect on parents, constituting a multiplier effect: increasing knowledge, and, above all, improvements to the child–parent relationship. Additionally, measurable positive effects in the frequency and quality of climate change communication between children and their parents have been observed (Spearman Rank Correlations), but a distinct lack of positive effects regarding changing climate-friendly attitudes or actions have been noted (Pearson Product–Moment Correlation). The importance of the child–parent relationship is a key factor in bridging the knowledge–action gap, and is reviewed in the context of CCE.

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Intergenerational Relationships and Lifelong Learning

Cited by 21 publications

References 3 publications

Understanding the Intrinsic and Extrinsic Motivations Associated with Community Gardening to Improve Environmental Public Health Prevention and Intervention

Understanding the Intrinsic and Extrinsic Motivations Associated with Community Gardening to Improve Environmental Public Health Prevention and Intervention

Methods for Successful Aging: An Aesthetics-Oriented Perspective Derived from Richard Shusterman’s Somaesthetics

Quality Child–Parent Relationships and Their Impact on Intergenerational Learning and Multiplier Effects in Climate Change Education. Are We Bridging the Knowledge–Action Gap?

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